TY - JOUR
T1 - The cultural formation of teachers' class consciousness: teachers in the inner city
AU - Maguire, M
PY - 2001
Y1 - 2001
N2 - Currently the job of teaching is being reconstructed through a technicist and managerial account which bleaches out the 'authentic' voice of the teacher. This paper is an attempt to recover the commitments which a particular group of teachers (urban teachers) bring to their work and explore the way their perspectives are infused with their class histories, class consciousness and their teaching experiences. The paper is divided into two main sections. The first part briefly examines the contested classed position of teachers and argues that there is a need to distinguish between economic and subjective class identities. The second part draws on a small data set of interviews conducted with seven experienced and long-stay inner-city teachers and argues that (these) teachers do what they do because of their classed identities and subjectivities. While these sorts of teachers may always have been in a minority (Grace 1978), nevertheless they are still out there teaching in the city. Through their perceptions, values and sometimes their actions, they are contesting normalizing discourses of what it is to be a teacher.
AB - Currently the job of teaching is being reconstructed through a technicist and managerial account which bleaches out the 'authentic' voice of the teacher. This paper is an attempt to recover the commitments which a particular group of teachers (urban teachers) bring to their work and explore the way their perspectives are infused with their class histories, class consciousness and their teaching experiences. The paper is divided into two main sections. The first part briefly examines the contested classed position of teachers and argues that there is a need to distinguish between economic and subjective class identities. The second part draws on a small data set of interviews conducted with seven experienced and long-stay inner-city teachers and argues that (these) teachers do what they do because of their classed identities and subjectivities. While these sorts of teachers may always have been in a minority (Grace 1978), nevertheless they are still out there teaching in the city. Through their perceptions, values and sometimes their actions, they are contesting normalizing discourses of what it is to be a teacher.
UR - http://www.scopus.com/inward/record.url?scp=0035613368&partnerID=8YFLogxK
U2 - 10.1080/02680930110054326
DO - 10.1080/02680930110054326
M3 - Article
VL - 16
SP - 315
EP - 331
JO - JOURNAL OF EDUCATION POLICY
JF - JOURNAL OF EDUCATION POLICY
IS - 4
ER -